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Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs

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Title: Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs
Language: English
Authors: Marson S. Richardson
Source: ProQuest LLC. 2024Ed.D. Dissertation, Walden University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 273
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: Best Practices, Administrator Attitudes, Elementary Schools, Recognition (Achievement), Gifted, Gifted Education, Student Diversity, Culture, Language Usage, Economic Status, Equal Education, Principals, Assistant Principals, Teacher Leadership, Program Administration, Student Characteristics
ISBN: 979-83-8167-971-7
Abstract: This study addressed the problem of the underrecognition of culturally, linguistically, and economically diverse (CLED) elementary school student populations in gifted and talented (GT) programs in the United States. The purpose of this basic qualitative study was to identify to what administrators in exemplar schools in the United States attribute the equitable recognition of CLED students in their GT programs. Critical race theory (CRT) informed this study and was supported by an appreciative inquiry approach. The research questions explored equitable recognition and best practices described to encourage equitable recognition of CLED students in GT programs. Elementary school administrators who served in schools with equitable recognition of CLED elementary student populations in GT education programs were targeted for participation. Data were collected via semistructured interviews with seven participants who met the criteria of (a) being elementary school administrator leaders (principals, assistant principals, teacher leaders), (b) managing and supporting GT programs, and (c) having 3 or more years of experience in their role. Data analysis involved the use of a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) equity-focused leadership dispositions; (b) equitable GT best practices, awareness, and responsiveness to the needs of CLED students; and (c) equity and GT-focused professional development. The findings of this study may contribute to positive social change by informing education stakeholders of practices and leadership dispositions to cultivate and recognize giftedness in CLED students, potentially diversifying GT education programs to equitable levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30991735
Accession Number: ED645987
Database: ERIC
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  Data: This study addressed the problem of the underrecognition of culturally, linguistically, and economically diverse (CLED) elementary school student populations in gifted and talented (GT) programs in the United States. The purpose of this basic qualitative study was to identify to what administrators in exemplar schools in the United States attribute the equitable recognition of CLED students in their GT programs. Critical race theory (CRT) informed this study and was supported by an appreciative inquiry approach. The research questions explored equitable recognition and best practices described to encourage equitable recognition of CLED students in GT programs. Elementary school administrators who served in schools with equitable recognition of CLED elementary student populations in GT education programs were targeted for participation. Data were collected via semistructured interviews with seven participants who met the criteria of (a) being elementary school administrator leaders (principals, assistant principals, teacher leaders), (b) managing and supporting GT programs, and (c) having 3 or more years of experience in their role. Data analysis involved the use of a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) equity-focused leadership dispositions; (b) equitable GT best practices, awareness, and responsiveness to the needs of CLED students; and (c) equity and GT-focused professional development. The findings of this study may contribute to positive social change by informing education stakeholders of practices and leadership dispositions to cultivate and recognize giftedness in CLED students, potentially diversifying GT education programs to equitable levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 273
    Subjects:
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Recognition (Achievement)
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      – SubjectFull: Student Diversity
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      – SubjectFull: Culture
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      – SubjectFull: Language Usage
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      – SubjectFull: Economic Status
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      – SubjectFull: Equal Education
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      – SubjectFull: Principals
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      – SubjectFull: Assistant Principals
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: Program Administration
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      – SubjectFull: Student Characteristics
        Type: general
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      – TitleFull: Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs
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